Processes Of Standardization Influenced

Standardization and Choosing of a Standard Variety

Discuss about the Processes of Standardization Influenced.

In general, the standardization of English can be conceptualized as a process through which the language came to achieve a unified form of writing, spelling and speaking in the world. As a matter of fact, the process of standardization spans over a long period of time. In other words, in the history of English language, there is no specific event that can be attributed to the standardization of the language (Bauer, 2014). The standardization has taken place throughout many centuries and in the Germanic language which has continually spread throughout the world. Nonetheless, the changing of Middle English to Early Modern English appears like the final stages of English language standardization. Bauer (2014) argues that some numerous factors including social, intellectual and contributions from different scholars played significant roles in the development of English language. In this sense, the paper discusses how the processes of standardization influenced the form and attitude towards Englishes. In respect to this view, the essay will approach the question regarding discussing the inception of standardization and choosing of a standard variety, functions of the language, codification, and attitudes towards English and Englishes in different parts of the world today. 

There are four known periods through which the English language underwent (Bauer, 2014: Bolton, 2004). The first period, Old English period, occurred between 400AD and 1100AD. Middle English followed between 1100 AD and 1500 AD whereas the thirds stage, Early Modern English dates between 1500AD and 1800AD. The final period that marks the formation of the modern English begun in 1800.  Essentially, England, by the end of the Middle English had five distinct dialects. The Northumbrian Old English dialect later developed into the Northern and Scots English. Similarly, the West Midlands and the East Midlands dialects resulted from the Mercian dialect of the old English.

According to Bolton (2004), the old English was an inflectional language that chiefly used symbols. Bolton also maintains that the symbols and the structure of the ancient English did not resemble the modern English. The standardization of English language involves a number of stages. The first one is the selection stage. Selection is necessary because the English language has numerous dialects. For instance, there are situational varieties, class dialects and regional dialects. It involves the selection of an already existing dialect. Therefore, the dialect chosen for English standardization was the Middle English which was a dialect of the East Midlands. Second, is the acceptance stage. This stage involves the acceptance of the selected variety by the community. Acceptance is enhanced by ensuring promotion, spread, establishment, and enforcement of the language norms.

Attitude towards English and Englishes in Different Parts of the World Today

The third stage is known as the elaboration stage. In this stage, the selected dialect is elaborated and expanded further to serve the needs for its selection. Elaboration and expansion entail the enrichment of the language by elaborating the grammatical structures and addition of vocabulary (Lass, 1999). Thus, the east midland English was elaborated through borrowing or importation of lexemes from Latin and French. Additionally, there was also the elaboration of the structure through the incorporation of the Latin structure.

The fourth stage is known as the codification stage. The stage, thus, involves making of both vocabulary and grammar explicit. The (vocabulary and grammar) are written down as well. Once the language is codified through writing, it is acknowledged by vast population and is use spreads widely (Lass, 1999).  Lass (1999) notes other changes can be done through regulation upon the codification of English. A particular community can initiate the changes. The final stage is known as the implementation stage. Here, the chosen English variety is implemented within a community. For instance, English is made the medium of instruction in learning institutions and the adoption of the language by other institutions such as media, law, and government. These are the defining factors that enhanced the spread of English to a global level (Northrup, 2013)

Soon after the selection and elaboration of the Standard English, the language was then codified in dictionaries and grammar (Lass, 1999). Primarily, the social institutions such as media, printing, and law adopted the use of the Standard English. Therefore, the first grammars and dictionaries of English language were purposely written so as to identify and spread the new form of English. As a result, there rose the perception that the new form of English, which was also considered as the best English was the language of the “best” people (Crystal, 1997). According to Crystal (1997), anything outside the best English was morally, linguistically and socially lesser. In other words, all other varieties of English are considered as dialects. They are implicitly stigmatized as less significant and usually associated with the speakers who belong to a lower social class (citation).

As a result of standardizing English, other dialects including the western, northern and southern dialects were highly ignored hence they were classified as second class languages. Nonetheless, the dialects were not fossilized since they were still used by the persons in those areas. A period towards the end of the Early Modern English was marked by an attempt to set up an academy in England as it was in Italy and France (Crystal, 1997). Nevertheless, the idea was not implemented since there was a general view that French did not stick to the language despite having an academy. The resistance, however, did not hinder the codification of English by means of grammar and dictionaries.

The attitude towards English and Englishes has dramatic effects in most parts of the world today (Bragg, 2003). Notably, there has been a tremendous increase in the number of people who use English across the world today. Consequently, more countries are continuously making changes in their language policies so as to incorporate English language (Schneider, 2014). Previously, English was held as a language of the English speaking countries. Nonetheless, today, the language is increasingly used not only by these countries but also by the non-native speakers (Crystal, 1997). In this view, therefore, English is used as a foreign or a second language. Galloway and Rose (2015) contend that there have been different attitudes towards English and Englishes across the world. For instance, the attitude towards the use of English in India varies across different people.

There are some varying reactions towards the use of English in India and more particularly, based on the colonial grounds (Bragg, 2003). Nonetheless, the use of English in this content has received paramount support. For instance, while Gadhi termed English as an alien language and a form of slavery (Crystal, 1997), President Nehru felt the need to continue using English since it would enhance some developments in science and technology as well boost India’s industrialization. Nevertheless, it is evident that the attitude towards English is becoming more favorable across India (Jenkins, 2014). According to Jenkins (2014), its use has penetrated fields such as the mass media, administration, commerce, judiciary, science, and technology. He also connotes that its use has not affected aspects such as religion, social functions, cultural customs and festivals as well as interpersonal relationships. Additionally, there is a varying view about the Indian English. Jenkins (2003) again says that the Indian English is seen as a “nativised” or “Indianized” form of English. The Indian variety, therefore, has its distinct rules of grammar, vocabulary, syntax and phonology (Jenkins, 2003).

Different scholars express different attitudes towards the world’s Englishes.  Among the contributors are Quirk and Kachru. The former’s attitude towards Englishes was mainly based on their use in the outer-circle countries. According to Quirk, the use of Englishes in the outer circle countries was rather some form of interference (Quirk, 1990). In this case, therefore, he advised the teachers of English to maintain a focal point on the native norms and the native performance. He also stressed on the need to not only use English within the inner circle countries but also in others. Thus, Quirk (1990) saw the need to uphold a common standard that would be used in writing and speaking. The adoption of a common standard would thus help in the regulation of the use of English in diverse contexts. His opinion was driven by the perception of the possibility that English would be divided into different forms hence resulting in the loss of the function of international communication. 

Kachru, on the other hand, was opposed to Quirk’s view. He held that the norms, when used as speech acts and registers were not relevant to the sociolinguistics especially to the people of the outer circle (Kachru, 1985). In addition, Kachru (1977) also postulated that the acknowledgment of a variety of norms would not result in lack of intelligibility of the different users of English. Essentially, he pointed out that majority of the bilingual users of English acquire English in learning contexts. He maintains that these contexts do put substantial emphasis on certain standard thus ensuring that there are some unifying forms. The attitude towards English and Englishes has raised questions towards teaching as well as the teacher education (Bolton, 2004). For instance, there is the question about the form of English that is appropriate for teaching in the expanding circle. For example, a Turkish student in the United States would be taught the American English. Alternatively, the student ought to be taught the Standard English if she/he wishes to communicate across other cultures (Hsu, 2016).

In conclusion, the paper has outlined the process of the standardization of English. It is through the process of standardization that there arose the Standard English. Essentially, the rise and the spread of the Standard English did not result to the fossilization of other Englishes. In this case, therefore, there has been varying attitudes towards both English and Englishes. Thus, it is arguable that the process of standardization has had great influence on both the attitude and form towards Englishes.

References

Bauer, L. (2014). Watching English change: An introduction to the study of linguistic change in standard Englishes in the 20th century. Routledge.

Bolton, K. (2004). World Englishes. In A. Davies & C. Elder (Eds.) The handbook of applied linguistics (pp. 367-396). Oxford, UK: Blackwell Publishing.

Bragg, M. (2003), The Adventure of English, London, Hodder and Stoughton

Crystal, D. (1997). English as a Global Language. Cambridge: Cambridge University Press.

Galloway, N., & Rose, H. (2015). Introducing Global Englishes. Routledge.

Graddol, D. (2006). English Next. British Council. https://www.britishcouncil.org/learning-research-english-next.pdf 

Hsu, T. H. L. (2016). Removing bias towards World Englishes: The development of a Rater Attitude Instrument using Indian English as a stimulus. Language Testing, 33(3), 367-389.

Jenkins, J. (2014). Global Englishes: A resource book for students. Routledge.

Jenkins, J. (2003), World Englishes, London: Routledge.

Kachru, B. B. (1985), “Standards, Codification and Sociolinguistic Realism”, in: Quirk, Randolph (ed.), English in the World, 11-34, Cambridge: Cambridge University Press.

Kachru, B. B. (1997). World Englishes and English-using communities. Annual review of applied linguistics, 17, 66-87.

Lass, R. (1999), The Cambridge History of the English Language, vol.III, Cambridge, Cambridge University press.

Northrup, D. (2013). How English became the global language. Springer.

Quirk, R. (1990). Languge varieties and standard language. English Today, 21, 3-10.

Schneider, E. W. (2014). New reflections on the evolutionary dynamics of world Englishes. World Englishes, 33(1), 9-32.